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All Journal Jurnal Konseling dan Pendidikan Jurnal Ilmiah Mahasiswa FKIP Prodi Matematika Jurnal Edu Research Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika (JPM) Jurnal Karinov Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika BERNAS: Jurnal Pengabdian Kepada Masyarakat International Journal of Applied Learning and Research in Algebra
Nurrahmawati Nurrahmawati
Program Studi Pendidikan Matematika, Universitas Pasir Pengaraian
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Analisis Pedagogical Content Knowledge (PCK) Guru Matematika Pemula SMP di Kabupaten Rokan Hulu Lusi Eka Afri; Annajmi; Arcat; Nurrahmawati
Jurnal Pendidikan Matematika (JPM) Vol 9 No 2 (2023): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v9i2.20068

Abstract

Penelitian ini bertujuan mendeskripsikan pedagogical content knowledge (PCK) bagi guru matematika pemula yang dilakukan di Kabupaten Rokan Hulu. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Subjek penelitian berjumlah 18 orang guru matematika pemula. Pengumpulan data menggunakan angket dengan skala likert. Data hasil penelitian diperoleh tingkat pengetahuan PCK pada tingkat baik sebesar 70,42%, dengan 3 aspek PCK yaitu untuk Knowledge of Content and Student (KCS) dengan sebesar 71,46%, untuk Knowledge of Content and Teaching (KCT) sebesar 74,67% dan Knowledge of Content and Curriculum (KCC) sebesar 65,13%. Hal ini berarti PCK guru matematika pemula di kabupaten rokan hulu memiliki tingkat pengetahuan yang baik pada aspek KCS dan aspek KCT, dan cukup baik pada aspek KCC.
Investigating Students’ Mathematical Problem-Solving Errors on Relations and Functions Through Newman’s Error Analysis Aulia Barokah; Arcat Arcat; Nurrahmawati Nurrahmawati
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1944

Abstract

Purpose – Students’ mathematical problem-solving ability remains low, particularly in the topic of relations and functions, as evidenced by frequent errors in solving problem-solving tasks. This study aims to identify and analyze the types of errors made by eighth-grade students in solving mathematical problem-solving questions on relations and functions using Newman’s Error Analysis. Methodology – This study employed a qualitative, descriptive research design. The participants were 29 Grade VIII.6 students from State Junior High School 1 Rambah. Data were collected through written problem-solving tests, semi-structured interviews, and documentation. The data were analyzed using Newman’s Error Analysis framework, which includes reading, comprehension, transformation, process skills, and encoding stages, following the steps of data reduction, data display, and conclusion drawing. Findings – The results indicated that the least frequent error was reading errors (36.2%), followed by comprehension errors (91.4%) and transformation errors (89.7%). The most frequent errors were process skills errors and encoding errors, each occurring in 100% of students’ responses. These findings suggest that students experience significant difficulties in executing mathematical procedures and expressing final answers correctly. Novelty – This study provides a detailed error profile of students’ problem-solving processes on relations and functions using Newman’s Error Analysis, highlighting critical stages where students consistently fail. Significance – The findings benefit mathematics teachers, curriculum developers, and researchers by providing insights into common student errors and supporting the development of instructional strategies that utilize students’ errors as learning resources to improve problem-solving ability.
Linking Representation and Reasoning: An Analysis of Mathematical Communication in Algebraic Word-Problem Solving Zhafirah Najmy; Nurrahmawati Nurrahmawati; Arcat Arcat; Lusi Eka Afri
International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/algebra.v3i1.1945

Abstract

Purpose – Mathematical communication is essential in 21st-century mathematics learning because it enables students to represent, explain, and interpret ideas when solving contextual problems. This study aimed to describe seventh-grade students’ mathematical communication in solving algebraic word problems. Methodology – A qualitative descriptive design was used. Seventh-grade students at SMP Negeri 3 Rambah Hilir were purposively selected to represent high-, middle-, and low-achieving groups based on classroom performance and test results. Data were collected using an algebraic word-problem written test and semi-structured interviews. Analysis followed data reduction, data display, and conclusion drawing. Mathematical communication was examined using three indicators: (1) translating contexts/diagrams into mathematical language or models; (2) explaining mathematical ideas and relationships in writing; and (3) reading and interpreting written mathematical representations. Findings – Students’ mathematical communication was low. High-achieving students met all indicators, producing accurate representations and coherent written reasoning. Middle-achieving students generally met indicators (1) and (3), but their written explanations (indicator 2) were incomplete or unclear. Low-achieving students struggled across indicators, particularly in forming algebraic models and interpreting representations, leading to incorrect or incomplete solutions. The results highlight the need for explicit scaffolding of representation, written explanation, and interpretation in algebraic word-problem instruction. Novelty – This study offers an indicator-based profile of mathematical communication in algebraic word-problem solving across achievement levels using combined test and interview evidence. Significance – The findings support teachers and curriculum developers in designing learning activities and assessments that strengthen communication, representation, and reasoning in junior secondary algebra.
Co-Authors Annajmi Annajmi Annajmi Arcat Arcat -, Arcat Arcat Arcat Arcat Arcat Aulia Barokah Faridah - Hardianto Hera Deswita Hotdiana Simanjuntak, Hotdiana Lusi Eka Afri Lusi Eka Afri Marfi Ario Ratri Isharyadi, Ratri Ria Karno Riska Novia Sari Satria Riki Mustafa, Satria Riki Urfi Utami Zhafirah Najmy